An Update on Health Information Technology

2014 ◽  
Vol 7 (2) ◽  
pp. 63-74
Author(s):  
Juan A. Juanes ◽  
Pablo Ruisoto ◽  
Francisco J Cabrero ◽  
Alberto Prats-Galino
Keyword(s):  
Information Technology ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Health Sciences ◽  
Portable Devices ◽  
Traditional Teaching ◽  
Second Development ◽  
Traditional Teaching Methods ◽  
Visualization Systems

This study reviews the latest innovations in medical informatics based on digital and technological applications. In particular, we focus on the contributions developed by VisualMed System (Medical Visualization Systems) Group. Applications are presented in four categories: first, development of digital anatomical viewers; second, development of augmented reality applications; third, development of simulator applications; and finally, examples of developed applications for portable devices such as smartphones and tablets are also presented. Every applications share multiple interactivity features and rich visual medical content. Finally, implications for teaching and learning in health sciences are discussed. In particular, the key role of these applications in order to enhance autonomous learning and to visually support traditional teaching methods.

scholarly journals Using Technology for Foreign Language Learning: The Teacher’s Role

2021 ◽  
Vol 3 (2) ◽  
pp. 23-28
Author(s):  
Tünde Nagy
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Technology Use ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
Traditional Teaching Methods

The spread of information technology has changed the role of language teachers considerably. Being a good educator and an expert in their field are not enough anymore, but teachers are expected to be modern, which means, to possess the ability to design interactive classes (often by using digital tools) and use teaching methods that engage students in a creative way. Today it is a general requirement for teachers to know their way around technology and to possess the know-how of implementing it in a way that fosters language learning. To this purpose teachers need to take into account all facets of technology use, including the advantages and disadvantages of technology-mediated tasks, their usefulness for language learning (e.g. if they are related to the topic of the lesson, are challenging enough for students), helpful resources for students, etc. Technology is regarded as a supplementary instrument to traditional teaching methods that can impact students’ motivation to learn in a positive way, provided it is used for activities that are in line with their needs and expectations. Task-based activities are considered to be especially useful in this regard, allowing students to practice their language skills in an authentic context and also develop creative thinking and problem solving abilities. Web 2.0 technologies (e.g. software programs for creating quizzes and polls, language learning websites, chat programs, wikis, etc.) offer a variety of valuable resources both for activities in the classroom and for practice at home.

scholarly journals The Practical Research of Project Teaching Method in the Teaching of Computer Specialty Courses in Universities

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Guanhong Zhang
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Rapid Development ◽  
Theory And Practice ◽  
Traditional Teaching ◽  
Practical Strategy ◽  
Traditional Teaching Methods ◽  
Computer Professionals ◽  
Computer Teaching

With the rapid development of computer technology, the society has higher and higher requirements for computer professionals. There are many problems in the existing computer teaching methods. The more typical one is the separation of theory and practice, which does not meet the current society's requirements for computer talents. . The application of project teaching method to computer teaching can effectively make up for the shortcomings of traditional teaching methods, effectively improve students' comprehensive ability, and greatly improve the efficiency and quality of college computer talent training. This article discusses the role of project teaching method in computer teaching in colleges and universities from multiple angles, and proposes the practical strategy of project teaching method in computer teaching.

An Evaluation of Technology Integration in Teaching Statistics

2012 ◽  
Vol 7 (2) ◽  
pp. 16-27
Author(s):  
Abdellatif Tchantchane ◽  
Pauline Fortes ◽  
Swapna Koshy
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Positive Perception ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Traditional Teaching Methods ◽  
Technology Intervention ◽  
The Subject ◽  
Overall Performance

Teaching and learning in higher education has been influenced by the rapid rate of innovation in technology. A technology intervention was used to teach Foundation Statistics. This paper reports students’ performance relative to those taught statistics using traditional teaching methods. Failure rate was reduced from 34% with traditional teaching to only 14% with the inclusion of technology, and in order to measure students’ perception towards the integration of technology in the subject, a total of 144 students of 30 different nationalities were surveyed at the end of the semester before the final examination. The analysis of the survey highlighted the students’ positive perception independent of their overall performance. Overall, the survey expressed a significant result showing that the use of technology helped students to perform better.

Philosophical Guidelines for the Social Studies

2014 ◽  
pp. 53-70 ◽  
Author(s):  
Daniel W. Stuckart
Keyword(s):  
Social Studies ◽  
Teaching Methods ◽  
Human Activities ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Traditional Teaching ◽  
The Social ◽  
Traditional Teaching Methods ◽  
Philosophical Framework ◽  
Effective Use

The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the way, articulate guidelines for integrating technology in the Social Studies. Despite persistent calls for the integration of DTAs, social studies researchers still report low-level cognitive uses and overwhelmingly traditional teaching methods. By constructing a philosophical framework based on Deweyan thought, one can test research and ideas, perhaps leading to the more purposeful and effective use of these tools and artifacts in teaching and learning. Philosophy is an instrument for criticizing and reconstructing human activities, and scholars belatedly credit Dewey as a pioneer in the technology branch.

scholarly journals Teaching And Learning Outside The Box And The Soft-Side Of Teaching Model

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Leslie Leong
Keyword(s):  
21St Century ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Educational Institutions ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Effective Teacher ◽  
Traditional Teaching Methods ◽  
Outside The Box

Traditional teaching methods have been tested, examined and many have been published in a variety of disciplines. However, newer paradigms of teaching have evolved due to the availability of technology that is implemented in many educational institutions. Besides adopting technology as a means to teaching effectiveness, the ‘soft-side’ of teaching are apparent among the more educated and more knowledgeable learners. Teachers are transforming from a ‘figure-head’ to a ‘participant.’ This study discussed the newer technology to be utilized in the classrooms and proposed a ‘soft-side’ teaching model for the ‘new’ effective teacher in the 21st century. Teaching and learning outside the box are discussed.

scholarly journals Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

2021 ◽  
Vol 11 (10) ◽  
pp. 579
Author(s):  
Ruchira Gangahagedara ◽  
Muditha Karunarathna ◽  
Wasantha Athukorala ◽  
Shyamantha Subasinghe ◽  
Prabath Ekanayake
Keyword(s):  
Sri Lanka ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Traditional Teaching ◽  
Distant Learning ◽  
Traditional Teaching Methods ◽  
Peripheral Areas ◽  
Teaching Learning

Sri Lanka’s education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country’s COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching–learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency.

The Interteaching Approach

2019 ◽  
pp. 264-286
Author(s):  
Joanne S. Jones
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Peer Learning ◽  
Peer To Peer ◽  
Traditional Teaching ◽  
Traditional Teaching Methods

Interteaching is a pedagogical technique designed to increase student engagement and facilitate peer-to-peer learning. Studies of interteaching have largely supported the efficacy of this approach with regard to academic performance and student satisfaction. In this chapter, the literature evaluating the effectiveness of interteaching is reviewed, and a study of the incorporation of interteaching into an associate-level course within the author's institution is described. Outcomes of the interteaching course are compared with those from the same course in a previous quarter utilizing more traditional teaching methods. The chapter concludes with practical suggestions for the application of interteaching within the classroom and in distance learning. Recommendations for the incorporation of digital teaching and learning applications to augment this pedagogical style are also provided.

Design and Implementation of SMS-Based Business English Education System

2014 ◽  
Vol 971-973 ◽  
pp. 2564-2567
Author(s):  
Wei Feng Geng
Keyword(s):  
Teaching Methods ◽  
English Education ◽  
Traditional Teaching ◽  
Business English ◽  
College English ◽  
English Teaching ◽  
Teaching Reform ◽  
Traditional Teaching Methods ◽  
Professional Business

With increasing popularity and development of computer and network technology, the driving force behind business English teaching reform and providing development. Internet assisted teaching of English in many ways irreplaceable advantages, it is with traditional teaching methods are complementary and mutually balanced, played a traditional teaching does not have the function and role in business English teaching. Based on the features and role of the Internet to support teaching business English courses, explore network-assisted college English teaching model professional business English.

scholarly journals Learning the Koto

2013 ◽  
pp. 18-48 ◽  
Author(s):  
Patrick Halliwell
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Minor Importance ◽  
Traditional Teaching ◽  
Traditional Methods ◽  
Traditional Teaching Methods ◽  
Methods Of Learning

This paper examines traditionally-oriented teaching and learning processes in Japanese koto music. Earlier evaluations (negative and positive) by Western scholars are introduced, together with a brief comparison to Western practices. A distinction is made between "inside" and "outside" students; the former have greater exposure to music and speech about music, and teaching methods also may differ. Traditional methods of learning through imitation are shown to have other musical goals besides the transmission of musical "text." Playing together is fundamental; teachers may use speech, shôga (oral representation of instrumental sound), or purely musical means to convey information to the student. Notation, often used nowadays, is nevertheless of relatively minor importance. The dominant values underlying traditional teaching methods are expressed through the phrase "if you can steal it, that's OK." Finally, concepts of "text" and "interpretation" are considered in relation to values concerning change in traditional koto music.

Learning Management System Use to Increase Mathematics Knowledge and Skills in Puerto Rico

2017 ◽  
Vol 13 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Angel M. Ojeda-Castro ◽  
Philip Murray-Finley ◽  
José Sánchez-Villafañe
Keyword(s):  
Puerto Rico ◽  
Teaching Methods ◽  
Management System ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
First Year ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
First Year University ◽  
Experimental Group

The purpose of this study was to compare the results of a mathematics comprehensive exam of two first-year university mathematics groups in Puerto Rico and measure the benefits and effectiveness of a learning management system (LMS) in math teaching and learning. The experimental group engaged in the use of a LMS and traditional teaching methods, while the control group was only engaged in traditional teaching methods. The population of the study was comprised of 579 first-year university students. The control groups included 287 participants, and the experimental group included 292 participants. The experimental group entered the university with significantly less mathematical knowledge (18% or less), and as such, had to learn more content (55% more). The learning outcomes of both courses expected students to acquire mathematical knowledge. The study revealed that the students who engaged in the use of the LMS in their teaching and learning methods, obtained significantly greater achievement of mathematical knowledge than the students who soley received traditional instruction.

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